Figure 5-5 



Scientists and engineers employed in 

 universities and colleges, by field of 

 employment, 1965-74 



(Thousands) 

 120 



1 



60 



40 



20 



Social Scientists 



Physical Scientists 

 Engineers 



^ ^ ^ *" ,■•••••••• 



, . • • • * "^Mathematicians and 

 , •••* computer scientists ^^» 



• Psychologists 



_L 



_L 



1965 '67 '69 '71 



(January) 

 SOURCE: National Science Foundation. 



'73 '74 



percent, with the result that by 1974, 65 percent 

 of all academic scientists and engineers had 

 doctorate degrees, compared with 60 percent in 

 1965. 



Primary work activities among academic 

 scientists and engineers have shifted toward 

 more teaching and less R&D (figure 5-7). In 

 1974, 17 percent of all science and engineering 

 professionals working in institutions of higher 

 education were primarily engaged in R&D, 

 compared with 22 percent in 1965. A part of this 

 shift is due to the rapid growth of two-year 

 academic institutions where teaching is the 

 primary activity of almost all the faculty. Other 



academic institutions, including the large 

 research universities, also experienced the shift 

 toward more teaching. During 1969-74, four- 

 year institutions reported an average annual 

 percentage rise of 4.7 percent in the number of 

 scientists and engineers working primarily as 

 teachers, compared with only a 0.4 percent 

 average annual growth of those working 

 primarily in R&D." 



This shift in utilization occurred at the same 

 time as the reduction in the rate of growth in 

 Federal support for academic R&D. From 1968 

 to 1974, annual increases in Federal R&D 

 support to universities and colleges have not 

 kept pace with increases in inflation; such 

 support in constant dollars has declined about 8 

 percent in this six-year period. The financial 

 status of R&D in this sector might have been 

 worse except for substantial increases in 

 separately budgeted R&D support by the 

 institutions themselves, and by State and local 

 governments. Funds from the latter increased 

 some 6 percent annually in constant dollars 

 between 1968 and 1974 for a total growth of 

 nearly $70 million. Support from the in- 

 stitutions' own funds rose at an average annual 

 rate of 2.5 percent over the period for a total of 

 almost $35 million. Federal support over the 

 same period, on the other hand, declined by more, 

 than $60 million in constant dollars. 'o 



Selected characteristics of higher education 

 faculty. Significant changes have occurred in 

 recent years in the characteristics of the faculty 

 of academic institutions, in terms of their 

 median age, tenure status, and number of years 

 since receipt of doctorate. 



Between 1968 and 1974, the overall propor- 

 tion of young 11 doctoral faculty in doctorate- 

 level science and engineering departments 

 decreased substantially, dropping from 42 

 percent to 28 percent of the total doctoral 

 faculty. 12 For the fields shown in the table below, 

 the total number of full-time faculty increased 



" Manpower Resources for Scienlific Activities at Universities and 

 Colleges, lanuary 1974, Detailed Statistical Tables, National 

 Science Founciation (NSF 75-300-A), and earlier volumes. 



1° "Separately Budgeted Academic R&D Expenditures 

 Decline in Real Terms in FY 1974", Science Resources Stuiiies 

 Highlights. National Science Foundation (NSF 75-306), April 

 21, 1975. 



' ' Those who had held doctorates for seven years or less at 

 the time of each study. 



1^ Young and Senior Science ami Engineering Faculty, 1974: Support, 

 Research Participation, and Tenure, National Science Foundation 

 (NSF 75-302). 



121 



